2006 PERFORMANCE REPORT DePaul University SECTION I: INSTITUTIONAL CONTEXT Mission Statement As a university, DePaul pursues the preservation, enrichment and transmission of knowledge and culture across a broad scope of academic disciplines. In meeting its public service responsibility, the university encourages faculty, staff and students to apply specialized expertise in ways that contribute to the societal, economic, cultural and ethical quality of life in the metropolitan area and beyond. The principal distinguishing marks of the university are its Catholic, Vincentian and urban character. (adapted from full mission statement) Environmental Analysis General • DePaul’s continued success is affected by the regional, national, and international economy and the changing demographics of the Chicago region. • DePaul relies on various state and federal funding programs, and changes in these public programs affect future development. • DePaul is impacted by public policy initiatives at the state and federal level. Policy discussions currently underway in Washington and Springfield may change the higher education environment. • The higher education marketplace is increasingly competitive, resulting in new challenges and new opportunities. • DePaul’s new strategic plan, VISION twenty12, will shape the university’s development for the next six years. The individual policy area goals are impacted by the following factors: Goal I: Contribution to Economic Growth • Investment by DePaul and other organizations in the South Loop and Lincoln Park communities. • Changes in the employment landscape within the regional and national economies. • Availability of workforce development funds, employer-provided tuition benefits, tax credits and other incentives for professional development and adult education. • Changing population and demographic trends within the region. • Rising interest rates. 2006 PERFORMANCE REPORT DePaul University Goal II: Improve K-20 Education • State and federal policy implementation, particularly re-authorization of the Higher Education Act and the Spellings Commission Report. • Availability of public funds to achieve the goals established through public policy, including NCLB. • Access to technology among teachers to enable online and distance learning. • Changes in the employment market for teachers, including the retirement rate, private and charter school employment growth, and other factors. Goal III: Financial Need • Maintenance of adequate state funding of MAP and other need-based financial aid programs. • Cuts in federal student loan programs. • Increased interest rates, especially for student loans. • Success in strengthening DePaul’s financial position and maximizing operational efficiency to minimize tuition increases. Goal IV: Diversity • Initiatives related to DePaul’s strategic plan, which calls for the university to be a model of diversity. • Ability to maintain and increase diversity among faculty and staff. • Adequacy of preparation of high school graduates to succeed in higher education. • Availability and flexibility of financial aid. Goal V: Assessment of Student Learning • Continuing expansion of access to data from other institutions and state and national studies. • Improvements in access to validated assessment techniques and practices. • Acceptance of proposed federal mandates on reporting and accountability. Goal VI: Productivity, Cost-Effectiveness and Accountability • Availability of new data and emerging measures of productivity and cost- effectiveness. • Changing standards of accountability required by DePaul’s board of trustees, rating agencies and government. • Advances in technology that enable improved performance, productivity and efficiency. 2006 PERFORMANCE REPORT DePaul University • Success of DePaul’s strategic plan, which calls for the university to strengthen its financial position. 2006 PERFORMANCE REPORT DePaul University SECTION II: PROGRESS POLICY AREA ONE: Higher education will help Illinois sustain strong economic growth through its teaching, service, and research activities. COMMON INSTITUTIONAL INDICATORS Percent of undergraduate degree/certificate recipients either employed or enrolled in further education within one year of graduation Number Employed Number of Percent Employed and/or Enrolled Survey Respondents and/or Enrolled 656 716 91.6% Category Number Percent Employed and not in graduate school 556 77.7% Employed and in graduate school 68 9.5% Enrolled in graduate school, not employed 32 4.5% Not employed, not enrolled 60 8.4% Total 716 100% a) Institutional goal(s) for this indicator: Maintain overall placement rate between 90 and 95 percent. b) Brief interpretation of institutional performance and related implications • The results above are based on a survey of 2005 undergraduate degree recipients six months after graduation. The response rate to the survey was 32 percent for 2005 and constituted a representative sample of DePaul’s graduates. • The percent of students employed and/or enrolled this year (2005) and last year (2004) are almost the same and are better than previous years. o 2002: 87 percent o 2003: 89 percent o 2004: 93 percent o 2005: 92 percent • Most prominent Chicago employers recruit at DePaul University. Based on the employers listed in Crain’s Chicago Business Book of Lists, January 2006: o 84 percent of the largest employers recruit at DePaul. o 76 percent of the largest management/IT consulting companies recruit at DePaul. o 70 percent of the fastest growing companies recruit at DePaul. o 64 percent of the largest cultural institutions recruit at DePaul. o 64 percent of the largest public companies recruit at DePaul. 2006 PERFORMANCE REPORT DePaul University • The economy continued to improve in 2005, resulting in steady employment rates for DePaul graduates and a significant increase (68 percent) in employers recruiting at DePaul over last year. • Participation by DePaul alumni recruiting new DePaul graduates increased 20 percent over last year. • DePaul’s Career Center expanded its efforts to target employers, increasing both the breadth and depth of employment opportunities for students. MISSION-SPECIFIC INDICATORS a) Indictor: Experiential Learning (internships, co-ops, etc.) There are four types of experiential learning: o Study abroad o Service learning o Internships o Individual or group research projects Internships and service learning are the most common types of experiential learning activities chosen. These are the ones most closely tied to Policy Area One • Performance goal: All DePaul undergraduates must complete at least one experiential learning activity in order to graduate. • Data and documentation: o By the time they are seniors, DePaul students participate in out-of- class and off-campus activities connected with academic work at a rate equal to or higher than students at doctoral research-intensive universities or the national average. The fact that so many DePaul seniors report participating in a field experience and culminating senior experience may be attributed at least in part to the Junior Year Experiential Learning and Senior Capstone requirements for Liberal Studies. The major exception to this pattern is that DePaul students participate in study-abroad programs at a lower rate than the national sample, though DePaul’s rate is higher than at doctoral intensives. 2006 PERFORMANCE REPORT DePaul University Table 1.1 NSSE 2001-2005 Composite for Seniors at DePaul and Benchmarks Have you done or do you plan to do the following DePaul Doc. Int. Natl. before graduating: (% Plan to Do or Have Done) 7a. Practicum, internship, field experience, co-op experience, or clinical assignment 78.6% 75.6% 76.3% 7d. Worked on a research project with a faculty member outside of course or program 30.2% 30.0% 30.7% requirements 7f. Study abroad 20.1% 18.8% 23.9% 7g. Independent study or self-designed major 53.3% 27.4% 30.9% 7h. Culminating senior experience 82.9% 60.1% 64.5% o The number of students who have completed a community-based service learning course and were assigned a grade in the past three years is as follows: • 2003: 1,892 • 2004: 2,488 • 2005: 2,303 o The University Internship Program (UIP) and the new Cooperative Education Program (COOP) together enroll almost 1,000 students each year. Both programs integrate academic coursework with periods of supervised, relevant experiences in the workplace. UIP internships last only one quarter, while COOP positions can last from one to three years. In 2005-2006, UIP enrolled 965 students. Three-quarters of the internships were paid, with an average hourly wage of just over $10.80. More than 700 companies hired interns in 2005-06, up from 630 in 2004-05. o Several colleges also maintain their own internship programs, separate from UIP. The number of college-based internships has held steady over the past two years after recovering from the economic downturn in 2002-2004. 2006 PERFORMANCE REPORT DePaul University Table 1.2 College-based Internships, 2003-2006 College AY Summer AY Summer AY Summer 2003-04 2003-04 2004-05 2004-05 2005-06 2005-06 Commerce 194 72 228 88 205 136 CTI 114 62 113 60 93 21 Education 5 1 34 1 7 0 Liberal 349 58 349 65 396 52 Arts/Sciences Theatre 43 0 34 0 36 0 Music 0 0 6 1 10 0 Barat 1 1 6 0 0 0 Total 706 194 770 215 747 209 • Interpretation of performance: The experiential learning requirement engages students in the first-hand discovery of knowledge through observation and participation in activities, most often in field-based settings outside of the classroom. This perception-based learning and observation is supported by theory-based information. In these courses, students will search, order, compare, and analyze information which will result in the discovery of knowledge about issues, problems, ideas, and communities, as well as their personal and intellectual relationship to the same. (From course catalog) b) Indicator: Research related to economic growth and activity • Performance goal: DePaul personnel will actively engage in research that is consistent with its mission and that supports the economic status of the state. • Data and documentation: Proposal activity has been on the increase at DePaul for the past four years. As the following graph indicates, the number of proposals submitted has increased an average of 22 percent each year since 2001, and the number of dollars requested has increased an average of 48 percent per year over the same period, to more than $72 million in 2004-2005. Grant awards are not yet reflecting this growth, in part because of decreasing availability of grant dollars at the federal, state, and municipal levels. • Interpretation of performance: The continued research activity of the university supports the scholarship of its personnel and the economic vitality of the state. 2006 PERFORMANCE REPORT DePaul University Table 1.3 External Grant Activity 2000-02 through 2004-05 2000-01 2001-02 2002-03 2003-04 2004-05 Research Grants Total Grant Applications 147 86 105 134 161 Total Grants Awarded 91 51 49 64 54 Agency Funding (in Millions) Dollars Applied for $26 $22 $55 $68 $72 Dollars Awarded $16 $12 $7 $14 $13 c) Indicator: Scholarship related to economic growth and activity • Performance goal: To publish and present research at a level appropriate for a university that places the “highest priority on programs of teaching and learning.” • Data and documentation: o Data for the three most recent years as reported by the faculty of the College of Commerce, which has increased its production of research related to the theory and practice of business: Table 1.4 Faculty Scholarship for the College of Commerce 2003-04 2004-05 2005-06 Articles 105 86 113 Books 11 8 15 Book chapters 21 24 34 Business cases 4 4 6 Compilations 13 3 7 Manuals 9 5 7 Patents 3 0 1 Presentations 160 183 187 Proceedings 8 22 23 Research grants 31 32 30 • Interpretation of performance: The College of Commerce is one of DePaul’s primary sources of research related to economic growth. Its mission statement says: “The mission of the College of Commerce is to be a leader in the discovery and development of skills and knowledge as it relates to business and its global role…The College focuses its teaching and research on both the current business setting and important future issues.” d) Indicator: Goals of DePaul University’s new strategic plan • The university has set six goals to achieve between 2006 and 2012: 2006 PERFORMANCE REPORT DePaul University o Enrich academic quality. o Prepare students to be socially responsible future leaders and engaged alumni. o Be a model of diversity. o Selectively increase enrollment. o Strengthen financial position. o Further institutionalize DePaul’s Vincentian and Catholic identity. • Performance goal: Make progress on the goals listed above. Accomplishment of these goals will be measured in many ways, including, but are not limited to: o The number of learning outcomes from internships, co-ops, and experiential learning. o The number of students going to graduate school. o Retention and graduation rates. o Quality of student applicants. o Placement of graduates. o Bar pass rates (College of Law). o Measures of career outcomes. o Measures of job preparation. • Data and documentation: This strategic plan was just approved in 2006, so no results are available yet. • Interpretation of performance: The goals of “enriching academic quality,” “preparing students to be socially responsible future leaders,” and “selectively increasing enrollment” will have a direct impact on the economic growth of the State of Illinois. The vast majority of DePaul University’s graduates stay in Illinois, so their success will help improve the economic growth of the state. 2006 PERFORMANCE REPORT DePaul University POLICY AREA TWO: Higher education will join elementary and secondary education to improve teaching and learning at all levels. Fiscal Year 2006 Accomplishments The DePaul School of Education faculty, along with the Chicago Public Schools’ Department of Librarians, participated in professional development provided by the Adventure of the American Mind (AAM) project. This federally funded project is designed to prepare in-service classroom teachers to access, use, and produce curriculum utilizing the digitized primary source materials from the Library of Congress American Memory Web site. To date, 700 K-12 teachers at 41 public and private schools throughout Chicago’s inner city have participated in this professional development program. The Institute for Teacher Development and Research focused its activities on developing a Social Justice Schools Network involving a diverse group of schools and school programs in Chicago. The institute held a series of workshops and meetings featuring presentations by vital educators and social researchers with expertise in school development and the preparation of teachers with the tools to put into practice the principles of social justice education in their teaching. The LINK-INitiative (Learning, Inquiring, Networking, and Knowing through Integration, Innovation, and Induction) project, funded by a grant from the Chicago Community Trust, completed its first full year of implementation. The project’s goal is to improve education through the development of partnerships between DePaul University and six Professional Development Schools (PDS). The Professional Development Schools seek to prepare teacher candidates and to support faculty development and inquiry aimed at enhanced classroom practice and student learning. Faculty from the schools of Education, Liberal Arts & Sciences, Theater, and Music have been involved in professional development activities through the PDS network, including individual teacher lesson design and coaching, small group and cross-network study groups, workshops and seminars, and network meetings. Fiscal Year 2007 Plans The LINK-INitiative project will hold its fourth Summer Leadership Institute in August 2006 in preparation for the upcoming year. Through the institute, participants from PDS schools team up with DePaul faculty and administrators to plan professional development activities for the coming academic year. Teachers in the PDS schools have begun to develop classroom-based action research projects designed to help them reflect on and improve their own teaching practice; they will continue this work in the upcoming academic year. As the project enters its second year, School of Education (SOE) faculty plan to develop and implement a research agenda focused on improving pre-service candidate preparation, enhancing teacher quality, and increasing student achievement. Creating more opportunities for direct school-to-school networking in order to build more 2006 PERFORMANCE REPORT DePaul University coherent relationships across the PDS schools is also planned in the 2006 – 2007 academic year. Fiscal Year 2006 Challenges DePaul’s SOE continues to face intense competition for partnerships (25 other Chicago- area universities also seek partnerships and placement opportunities). Therefore, the SOE continues to work diligently to increase partnerships with various schools, school districts and educational institutions, particularly in geographic areas of high need (e.g., south side of Chicago). The Office of Student Teaching and Field Experiences also is channeling its efforts towards placing greater numbers of student teachers in schools in areas of high need. Last year, the SOE met with several area community colleges to discuss the possibility of 2 + 2 articulation agreements. To date, the SOE has signed agreements with four community colleges (Elgin, Oakton, College of DuPage, and Harper), which will position the SOE to remain competitive with other four-year state institutions in the area. Common Institutional Indicators a) Performance indicator: Initial teacher certification b) Institutional goal(s) for this indicator: Maintain target of 500 – 600 students completing requirements annually. c) Data and documentation: Table 2.1 Annual number of undergraduate students completing requirements for initial teacher certification by certificate area Academic Year 2006-07 Certificate Area 2003-04 2004-05 2005-06 * projection Early Childhood Education 32 13 16 15 Elementary Education 275 212 245 233 Secondary Education 220 140 213 202 Special Education 42 22 30 33 Bilingual/Bicultural Education 7 5 12 13 Physical Education 16 10 15 16 Total 592 402 587 568 2006 PERFORMANCE REPORT DePaul University * Does not include summer graduates since these counts were not available by the report deadline. • Interpretation of performance: Sustaining the quality of teacher preparation programs and the supply of graduates remains a critical goal of the School of Education. Successfully meeting this goal depends on several key strategies: o Strengthening the relationship between the School of Education and the university’s division of Enrollment Management to develop marketing strategies for target markets. o Continuing to develop and implement SOE recruitment and marketing strategies through publications, telemarketing, open houses and target marketing. o Establishing an ongoing and systematic process of enrollment management, information gathering and analysis, including determining appropriate program-level enrollment growth rates to support the school’s enrollment targets. o Broadening relations with external districts, organizations and constituencies, including developing an alumni/external advisory board for graduate education. o Enhancing relationships with community colleges with which DePaul has developed articulation agreements to increase the number of new transfer students to the SOE. o Developing and implementing a comprehensive software system that will track SOE students’ academic progress, advising information, and external data related to requirements for teacher certification. o Offering summer courses at discounted rates for practicing teachers and administrators in both public and private Catholic schools. o Building new and strengthening extant relationships with School of Education alumni to assist in recruiting teachers to pursue second certificate programs. o Forming strong relationships with teachers in diverse areas of Chicago to recruit a more diverse undergraduate student body through the Golden Apple Teacher Education (GATE) program and the Pathway Scholars program. o Supporting the SOE Academic Support Center, established in September 2005, which provides education students with academic instruction in test- taking skills and strategies to help them prepare for state and national standardized tests, reading, writing, and study skills, and tutoring in English, math, and science. 2006 PERFORMANCE REPORT DePaul University MISSION-SPECIFIC INDICATORS a) Indicator: Partnerships with local schools • Performance goal: Maintain or exceed the activity level of the previous year. • Data and documentation: During the 2005 – 2006 academic year, 38 DePaul University students were placed in Professional Development School sites for their student teaching experience, as follows: o Public Schools Alcott Elementary School Oscar Mayer Elementary School Prescott Elementary School Glenview District 34 (8 schools): The DePaul/Glenview Clinical Model Teacher Preparation Program is a collaboration that provides a three-year sequence through which teacher candidates earn an elementary teaching certificate and a master’s degree in Teaching and Learning. Teacher candidates participate in the Glenview Public School District as an intern for the first year and as a resident teacher for the following two years. o Private, Catholic Schools Alphonsus Academy and Center for the Arts Schools of St. Benedict – elementary, middle school, high school o Partner schools in field/clinical network: The Office of Field Experiences has developed a network of partner schools in which DePaul University students are placed for their field/clinical experiences prior to student teaching. During the 2005 – 2006 academic year, office staff substantially overhauled the field experience network school list and began forging deeper and more meaningful partnerships with various schools and school districts. In addition, the office, in conjunction with SOE faculty, is working towards building partnerships outside of the Lincoln Park/DePaul area, particularly in schools on the south and west sides of the city. Moreover, the initiative to reach out to Catholic schools and the Archdiocese of Chicago continues. 2006 PERFORMANCE REPORT DePaul University Table 2.2 Number of partnering schools by type and academic year Academic Year School Type 2002 - 2003 - 2004 - 2005- 2003 2004 2005 2006 High Schools 39 40 51 42 Middle Schools 14 17 18 17 Elementary Schools (may include grades 6 – 8) 113 145 182 180 Total 166 202 251 239 Table 2.3 Number of SOE graduates by degree type and gender/ethnicity (2005 – 06 academic year)* Gender/Ethnicity Degree Type* Gender Bachelor’s Master’s Ed.D. Male 38 77 2 Female 147 320 3 Ethnicity African-American 20 15 0 Asian/Pacific Islander 16 18 0 Hispanic 23 17 1 Native American 2 1 0 White/Caucasian 113 305 2 Unknown 11 41 2 Total 183 397 5 * Does not include summer graduates since these counts were not available by the report deadline. o Number of tuition vouchers DPU provides to teachers for professional development: A total of 90 cooperating teachers requested vouchers during Academic Year 2005 – 2006. To date, 13 vouchers have been redeemed. • Interpretation of performance: o Data on student placement in schools for field/clinical experiences indicates a slight decrease from Academic Year 2004 – 2005 in the number of schools with which the School of Education has developed partnerships. DePaul’s commitment to developing university-school partnerships is evident in its continuing involvement with the professional development schools and growing efforts to cultivate partnerships with 2006 PERFORMANCE REPORT DePaul University public and private Catholic schools in Chicago, particularly in geographic areas of high need (e.g., south side of Chicago) and neighboring suburban areas. o Data on student gender and ethnicity indicate that most degrees granted by the School of Education tend to be at the master’s level while most bachelor’s and master’s degree recipients are female. Caucasian students continue to be over-represented on both the undergraduate and graduate level, while students of color continue to be under-represented. The absolute number of graduates of color has declined from last year’s numbers, which provides further evidence of the need for the SOE to focus recruitment efforts on attracting a more diverse student population. o Most recently, efforts have been directed towards creating venues to support the development of minority students’ research skills so as to assure higher rates of completion of the dissertation. 2006 PERFORMANCE REPORT DePaul University POLICY AREA THREE: No Illinois citizen will be denied an opportunity for a college education because of financial need. Fiscal Year 2006 Accomplishments DePaul’s appeal grant program to assist undergraduate students at risk of leaving school for financial reasons helped 360 students with financial need continue their undergraduate studies in FY06. The continuation of the appeal grant (implemented in FY05) has enabled the Office of Financial Aid to better monitor the types of students at risk and to anticipate potential trends. DePaul provided close to $1.4 million in funding for the initiative this year. Fiscal Year 2007 Plans In 2006, DePaul’s Division of Enrollment Management funded and staffed a new position, associate director for Financial Literacy, to assist DePaul students in understanding and navigating the financial component of college, including money management. The goal of this position is to develop a comprehensive financial literacy program that will help all DePaul students fully understand how their academic choices can impact the total cost of earning a degree, as well as train them in the basics of good money management, including the difference between good and bad debt. Housed in the Career Services Center, the associate director for Financial Literacy will work with the Office of Financial Aid to identify at-risk students who may benefit from individual counseling about budgeting, debt and personal finance issues. Fiscal Year 2007 Challenges DePaul students face ever-changing award offers for FY07 due to last-minute modifications to federal Title IV programs (the implementation of the SMART and ACG grants) and state grants (the increase in MAP awards and the new MAP PLUS program). The staff of DePaul’s Office of Financial Aid faces a challenge in evaluating how these new programs, some of which are funded for only a year, will impact students’ financial opportunities in the next few years. Counseling students on how the programs will fit into their overall cost of attendance for the length of their education will be a delicate task. MISSION-SPECIFIC INDICATORS a) Indicator: Financial aid provided to undergraduates o Dollars, undergraduate financial aid o Dollars administered by DePaul for financial aid o Percentage of students receiving financial aid • Performance goal: Maintain current levels. • Data and documentation 2006 PERFORMANCE REPORT DePaul University Table 3.2 Financial Aid for Undergraduates Indicator 2003-04 2004-05 2005-06 Total dollars, undergraduate financial aid $151,853,000 $167,876,000 $175,832,887 Total dollars administered by DePaul for $46,574,000 $54,755,000 $57,764,366 financial aid (Institutional Aid) Percentage of students receiving financial aid 61% 68% 61% Undergraduates employed by DePaul 1,676 1,935 1,940 • Interpretation of performance: The financial aid available for DePaul undergraduates continues to increase and provide mission-related opportunities for a large proportion of our students. The several thousand students employed gain valuable work experience in addition to needed financial support. POLICY AREA FOUR: Illinois will increase the number and diversity of citizens completing training and education programs Fiscal Year 2006 Accomplishments The Princeton Review, in its annual survey of the best colleges and universities in the United States, ranked DePaul No. 1 in the nation in the “Diverse Student Population” category. The ranking was the result of a survey of more than 115,000 college students nationwide at 361 top schools. It is featured in the 2007 edition of the Princeton Review’s annual college guide, “The Best 361 Colleges.” This is the fourth year in a row that DePaul’s diversity has been ranked in the nation’s top 20 according to this survey. According to the profile of DePaul in the guide, students raved about the “very diverse campus.” The guide states that: “undergraduates tell us that ‘everyone gets along with each other remarkably. There are open gay/lesbians, African Americans, Caucasians, Asians, and people of all different races who all accept each other for who they are.’” The guide also cited DePaul’s strategic partnerships with Latino organizations. In July, the university once again was prominent in the 2006 Diverse Issues in Higher Education rankings of the 100 top minority degree-producing institutions. DePaul was ranked in 28 different categories, scoring among the nation’s top 25 in nine of them. The university scored highest in the graduate rankings for computer and information sciences degrees. DePaul’s School of Computer Science, Telecommunications, and Information Systems ranked in the top six in the nation in four different categories, including the number of total minority master’s degree recipients (No. 3), total Asian master’s degree recipients (No. 3), total Hispanic/Latino master’s degree recipients (No. 3) and total African American master’s degree recipients (No. 6). 2006 PERFORMANCE REPORT DePaul University For the 2005-2006 academic year, 32 percent of DePaul’s undergraduates were minority students, and nearly 30 percent of freshmen were first-generation college students, from households where neither parent has a college degree. COMMON INSTITUTIONAL INDICATORS Completions by race/ethnicity Source: IPEDS Degrees Conferred Survey. [Supporting data available on the IBHE Web site.] Institutions are not required to submit additional data. • Institutional goal(s) for this indicator: DePaul University will exceed national norms and attain leadership in diversity as set forth by our strategic plan, VISION twenty12. Goal 3 of VISION twenty12 states that DePaul University will be a “Model of Diversity in Higher Education.” Recruitment, retention, and success of students, faculty and staff of diverse backgrounds are objectives of this goal. • Brief interpretation of institutional performance and related implications: While first- and second-year retention of African Americans and Hispanics are comparable to Caucasians, there remains progress to be made in four-year graduation rates. MISSION-SPECIFIC INDICATORS a) Indicator: Completions by disability status • Performance goal: Maintain current levels. • Data and documentation: The information on students with disabilities is self reported and figures may not accurately reflect the true representation of this portion of the student population. In 2005-2006, DePaul began collecting graduation data on students with disabilities as identified by their participation in the Productive Learning Strategies (PLuS) Program. Students with disabilities may participate in the PLuS Program. PLuS students take regular DePaul courses; no special courses for students with LD and/or AD/HD are offered. Students may choose to work with a PLuS clinician (LD specialist) for one or two hours per week. The focus of those sessions is on remediation of basic skills, instruction in compensatory strategies and study skills. PLuS offers the following accommodations and services: o alternate DePaul University placement testing o exam proctoring (for extended time or alternate means of expression on exams) o priority registration o advocacy o updating of diagnostic testing 2006 PERFORMANCE REPORT DePaul University o weekly sessions with a PLuS clinician (LD specialists with at least a MA/MS degree in Learning Disabilities; please note that because availability of clinicians is limited, students may be placed on a waiting list for this specific service) Table 4.1 PLuS Data Academic Year Total Number of Students New Students Graduates 2004-2005 211 89 46 2003-2004 175 52 28 2002-2003 146 37 15 2001-2002 132 55 12 b) Indicator: Retention of undergraduates by ethnicity • Performance goal: DePaul will work to move the four-year graduation rate of African Americans and Hispanics to be closer to those of Caucasians and Asians. 2006 PERFORMANCE REPORT DePaul University Consistent with its mission, DePaul will work to achieve appropriate levels of diversity. • Data and documentation: o Continuing the university’s longstanding commitment to a diverse student body, minority students make up 32% of the undergraduate student population at DePaul University. Latinos represent 13.2% of the undergraduate student population, Asian/Pacific Islanders represent 9%, African Americans represent 9.8% and Native Americans represent 0.3%. From 1995 to 2005, minority student enrollment at DePaul grew by 52%. o In keeping with DePaul’s mission to expand access to education, 30% of the 2005 freshman class is first-generation college students (Enrollment Management, 2006). Currently about 20% of DePaul’s freshmen will be the first in their families to earn college degrees. In the fall of 2005, 24% of all freshmen qualified for Pell grants, which are awarded to students from low-income families. o DePaul is a national leader in the number of bachelor’s and master’s degrees awarded to students of color in several disciplines. Diverse Issues in Higher Education magazine named DePaul one of the top 100 colleges for total minority baccalaureate degrees awarded. DePaul was ranked 7th for total graduate degrees conferred on students of color, 12th for total computer and information science degrees awarded to undergraduates of color and 15th for total business degrees awarded to undergraduates of color (Enrollment Management, 2006). Table 4.2 Fall Undergraduate Enrollment by Gender and Race/Ethnicity 2003 2004 2005 Male Female Male Female Male Female African American 431 1,080 411 1,039 434 1,016 Asian-Pacific 661 696 642 681 659 668 Hispanic/Latino 649 1,207 676 1,240 707 1,241 Native American 13 29 11 38 9 34 White/Caucasian 3,875 4,875 3,919 4,956 3,941 4,842 Unknown 499 570 522 582 552 637 Total 6,128 8,457 6,181 8,536 6,302 8,438 2006 PERFORMANCE REPORT DePaul University Table 4.3 Fall Undergraduate Enrollment by Race/Ethnicity 2003 2004 2005 African-American 1,511 1,450 1,450 Asian-Pacific 1,357 1,323 1,327 Hispanic/Latino 1,856 1,916 1,948 Native American 42 49 43 White/Caucasian 8,750 8,875 8,783 Other 242 250 209 Unknown 827 854 980 Total 14,585 14,717 14,740 Table 4.4 Entering Freshmen First- through Fourth-Year Status, by Race/Ethnicity Nat. Amer. First Year Second Year Third Year* Fourth Year Cohort N SA IP INP SA IP INP SA IP INP GR SA IP INP 2001 4 25.0 75.0 0.0 25.0 75.0 0.0 25.0 75.0 0.0 25.0 0.0 75.0 0.0 2002 7 71.4 14.3 14.3 42.9 28.6 28.6 42.9 28.6 14.3 2003 6 100.0 0.0 0.0 83.3 16.7 0.0 2004 7 76.4 18.2 5.5 Afr.-Amer. First Year Second Year Third Year* Fourth Year Cohort N SA IP INP SA IP INP SA IP INP GR SA IP INP 2001 164 85.4 6.7 7.9 71.3 9.8 18.9 64.6 11.6 23.2 27.4 28.7 17.7 26.2 2002 216 80.6 7.4 12.0 67.6 13.4 19.0 61.1 17.6 19.9 2003 194 88.7 6.7 4.6 72.7 13.4 13.9 2004 167 83.8 7.2 9.0 Asian First Year Second Year Third Year* Fourth Year Cohort N SA IP INP SA IP INP SA IP INP GR SA IP INP 2001 205 84.4 11.7 3.9 76.6 17.1 6.3 74.1 17.6 7.8 44.9 25.9 20.5 8.8 2002 255 90.6 4.7 4.7 80.0 12.2 7.8 73.3 16.1 9.0 2003 200 89.5 8.0 2.5 79.8 15.2 5.1 2004 189 88.4 8.5 3.2 2006 PERFORMANCE REPORT DePaul University Hispanic First Year Second Year Third Year* Fourth Year Cohort N SA IP INP SA IP INP SA IP INP GR SA IP INP 2001 286 85.3 7.3 7.3 74.1 12.9 12.9 68.9 15.7 15.0 31.8 33.6 18.9 15.7 2002 344 85.2 8.7 6.1 75.9 11.9 12.2 70.0 15.2 14.3 2003 324 85.8 6.8 7.4 73.4 14.9 11.8 2004 350 83.7 9.4 6.9 Foreign First Year Second Year Third Year* Fourth Year Cohort N SA IP INP SA IP INP SA IP INP GR SA IP INP 2001 21 66.7 33.3 0.0 66.7 33.3 0.0 66.7 33.3 0.0 33.3 42.9 23.8 0.0 2002 21 71.4 28.6 0.0 61.9 38.1 0.0 42.9 42.9 0.0 2003 26 73.1 23.1 3.8 69.2 23.1 7.7 2004 23 95.7 4.3 0.0 Caucasian First Year Second Year Third Year* Fourth Year Cohort N SA IP INP SA IP INP SA IP INP GR SA IP INP 2001 1,242 80.8 14.5 4.7 72.3 21.2 6.5 68.9 23.0 7.2 46.3 19.2 26.8 7.6 2002 1,271 81.6 13.0 5.4 74.0 18.8 7.2 70.4 19.1 8.3 2003 1,381 82.6 13.6 3.8 72.6 21.6 5.9 2004 1,425 84.1 12.4 3.6 *3rd year rates may not add upto 100%. Students graduating in the 3rd year are excluded SA – Still Actively Enrolled IP – Inactive Passing INP – Inactive Not Passing GR – Graduated • Interpretation of performance: Continuing to work to improve the success of students of all ethnicities will enhance the diversity of our culture and is consistent with our mission and our strategic plan. c) Indicator: Percentage of full-time faculty by race, ethnicity • Performance goal: Initiate programs to achieve progress toward “Be a model of diversity,” the fourth goal of VISION twenty12, our strategic plan. 2006 PERFORMANCE REPORT DePaul University • Data and documentation: Table 4.5 Faculty and Staff Workforce Data Full-time faculty by race/ethnicity 2002-03 2003-04 2004-05 2005-06 African American 58 60 61 53 Asian-Pacific 53 66 64 66 Hispanic/Latino 44 47 47 45 White/Caucasian 615 645 660 659 Native American 1 2 1 2 Other 4 4 6 9 Total 775 824 839 834 Full-time staff by race/ethnicity 2002-03 2003-04 2004-05 2005-06 African American 277 252 229 238 Asian-Pacific 68 70 61 59 Hispanic/Latino 124 121 117 136 Native American 1 1 1 Not Specified 6 10 14 66 White/Caucasian 931 888 806 835 total 1,407 1,342 1,228 1,334 o DePaul University also manifests its commitment to diversity by employing a diverse workforce. o African-Americans comprised 6.4% of the total faculty at DePaul in 2005-2006, Hispanic/Latino faculty represented 5.3%, Asian-Pacific Islanders represented 8% and female faculty represented 41%. African- Americans comprised 18% of the total staff at DePaul, Latinos represented 10%, and Asian-Pacific Islanders represented 4.4 % of the staff employed in the 2005-2006 academic year. • Interpretation of performance: By our mission, DePaul University promotes inclusion, equity, and access to the diverse citizens of Illinois and beyond. Our mission includes a commitment to diversity and first-generation college students. Accordingly, we have chosen our mission indicators for Goal 4 to be enrollment, retention and graduation of diverse students, tracked by race, ethnicity, disability, and gender. We also believe that a diverse faculty and staff who reflect our student demographics will enable the university to maximize its performance, enriching the student experience and enhancing the quality and organizational performance of DePaul University. 2006 PERFORMANCE REPORT DePaul University Effective practices include but are not limited to the following initiatives: o Office of Institutional Diversity o President’s Diversity Council o Sexual Harassment Policy Office o Office for Students with Disabilities o Women’s Center o Center for Latino Research o Center for Black Diaspora o Student Support Services Program o Office of Multicultural Student Affairs o S.T.A.R.S. (Students Together Are Reaching Success) Program o Cultural Center o Office of Diversity Education o Title IV, McNair Scholars o GEAR UP o Office of Community Outreach o Financial aid programs designed to increase student diversity o NCAA certification for compliance with Title IX o Explore and Discover Chicago: freshmen orientation courses which include a mandatory diversity component o Minority community outreach through various institutional centers, grants, and initiatives o Targeted admission recruitment to underrepresented groups o Office for International Students o Faculty development programs, including Faculty of Color Luncheon, Orientation, and travel and research opportunities o Participation in the DFI Fellows Program Board, Annual Conference and Job Fairs o LGBTQ (Lesbian/Gay/Bisexual/Transsexual/Questioning) Coordinator o Creation of a LGBTQ Minor o Mandatory Sophomore Multiculturalism Course 2006 PERFORMANCE REPORT DePaul University POLICY AREA FIVE: Illinois colleges and universities will be accountable for providing high quality academic programs and the systematic assessment of student learning outcomes while holding students to ever higher expectations for learning and growth. Fiscal Year 2006 Accomplishments DePaul University has completed two major undertakings during the 2005-2006 fiscal year. The first is the completion of VISION twenty12, DePaul’s strategic plan. Created over the course of three and a half years by administrators, faculty, staff and students from across the university, VISION twenty12 emphasizes academic enrichment by focusing our energies on the creation of nationally recognized, rigorous academic programs. Complementing the drive for academic enrichment are five additional goals: preparing students to be socially responsible leaders, becoming a model of diversity, selectively increasing enrollment, further institutionalizing our Vincentian and Catholic identity and building a financially sound university. Through these actions DePaul remains resolute in its mission to make an extraordinary education accessible to a diverse student population. The second major accomplishment is the creation and vetting of a draft of the university’s self-study prior to the reaccreditation visit by the Higher Learning Commission of the North Central Association of Colleges and Schools (HLC/NCA) in January 2007. For the past three years, faculty, staff, and students from across the institution have worked on the university’s self-study. During the winter term the executive team reviewed the document and suggested revisions. In the spring the document was made available online for review by the university community. During the feedback period, 339 members of the DePaul community reviewed the document and 16 provided comments. The result is a self-study that documents the university’s strengths and the challenges that DePaul faces currently and anticipates for the future. Fiscal Year 2007 Plans DePaul has begun implementing the challenging six-year strategic plan it has created. The foremost and most significant area of the strategic plan is a broad focus on the enrichment of academic quality. Two associate vice presidents from Academic Affairs are communicating and implementing the plan across the university and developing metrics to determine progress. Once the self-study document is finalized in the fall, the university will make it available not only to the HLC/NCA but also on DePaul’s public Web site. Additionally, DePaul will place a notification in the local press inviting comments from individuals, which will be shared with the accrediting agency. 2006 PERFORMANCE REPORT DePaul University Fiscal Year 2007 Challenges The new strategic plan has inherent tension in that it calls on DePaul to raise academic quality while simultaneously working toward an increased endowment and a lessening of debt. This built-in tension will be a challenge to all within the university. COMMON INSTITUTIONAL INDICATORS Extent to which institutional quality and effectiveness are recognized by graduates Questions from The College Student Report 2005 NSSE To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? (4-point scale) Seniors Acquiring job or work-related knowledge and skills 2.94 Thinking critically and analytically 3.43 Understanding people of other racial and ethnic backgrounds 2.90 Developing a personal code of values and ethics 2.79 Contributing to the welfare of your community 2.55 How would you evaluate your entire educational experience at this institution? (Q13) 3.30 If you could start over again, would you go to the same institution you are now attending? (Q14) 3.27 a) Institutional goal(s) for this indicator: To maintain or improve ratings for the NSSE items listed above with special emphasis in the strategic plan being placed on the items regarding developing a personal code of values and ethics. However, given the longitudinal nature of education, enhanced results in this area are not expected to be substantial for three to five years. Trend data will be monitored. b) Brief interpretation of institutional performance and related implications: NSSE results were maintained or slightly improved for all items reported above. Increases ranged from 0.01 to 0.13. The largest increases were of 0.12 for developing a personal code of values and ethics and 0.13 for contributing to the welfare of your community. DePaul will monitor these items in future years to determine if these changes are simply normal variation or part of a trend. 2006 PERFORMANCE REPORT DePaul University Pass rates on professional/occupational licensure examinations relative to national averages Pass Rate Information for Selected Exams: Number of Students Tested, Institutional Pass Rate & National Pass Rate 2003 2004 2005 # Pass Rate (%) # Pass Rate (%) # Pass Rate (%) Field Examination Students Inst’l Nat’l Students Inst’l Nat’l Students Inst’l Nat’l Illinois Bar Exam: Law 165 75% 80% 179 84% 80% 204 84% 81% First-Time Takers, Summer U.S. Medical Exam, Medicine N/A N/A N/A N/A N/A N/A N/A N/A N/A Step 2 National Dental Board Dentistry N/A N/A N/A N/A N/A N/A N/A N/A N/A Exam, Part II National Council Licensure Nursing 9 56% 88% 23 96% 85% 23 96% 90% Exam, RN c) Institutional goal(s) for this indicator: Maintain 2005 levels. MISSION-SPECIFIC INDICATORS a) Indicator: Using appropriate faculty in classes to support undergraduate learning. • Performance goal: Maintain current levels. • Data and documentation: Table 5.1 Faculty and Course Statistics Percent of full-time faculty with terminal 88% (2003), 89% (2004), and (81%) 2005 degrees Class size 42.3% of classes have < than 20 students Percent of classes taught by graduate students 0.21% Percent of undergraduate programs requiring 100% internships, field experience, service learning or other experiential learning component • Interpretation of performance: Smaller classes taught by qualified faculty remains a core of the DePaul undergraduate experience. 2006 PERFORMANCE REPORT DePaul University b) Indicator: Passage rate for professional exams. • Performance goal: Maintain current levels. Table 5.2 Percentage of First-Time Test-Takers Passing Some or All of the CPA Exam 2002 2003 2004 DePaul National DePaul National DePaul National Undergraduate 60.4% 46.2% 48.0% 46.2% 48.0% 42.4% Graduate 85.7% 53.7% 85.7% 66.3% 53.6% 52.3% o In both 2002 and 2004, DePaul's undergraduate and graduate accounting students did better than the national average. Furthermore, in both 2002 and 2004, DePaul's masters' students were ranked in the top ten for passing all parts of the exam on the first time. Table 5.3 Human Resource Certification Pass Rates DePaul University Pass Rate National Pass Rate PHR Pass SPHR Pass PHR Pass SPHR Pass Exam Window Rate % Rate % Rate % Rate % Dec 2005-January 2006 72% 56% 64% 56% May-June 2005 83% 72% 67% 58% Dec 2004-January 2005 76% 62% 64% 60% May-June 2004 83% 72% 67% 58% Dec-03 75% 71% 65% 57% May-03 70% 55% 65% 58% • Interpretation of performance: DePaul is committed to offering high quality, professional education for working professionals in the Chicago area. To further this goal DePaul’s College of Commerce provides programs for students to meet their intellectual goals. In order to monitor this goal, DePaul strives to maintain or improve passage rates for licensure/certification exams for Certified Public Accountancy and Human Resources Professionals. 2006 PERFORMANCE REPORT DePaul University POLICY AREA SIX: Illinois colleges and universities will continually improve productivity, cost-effectiveness, and accountability. Fiscal Year 2006 Accomplishments During fiscal year 2005-06, DePaul: • Approved and implemented a new, university-wide six-year strategic plan. • Created a one-stop student service center on the Lincoln Park campus. • Updated all ISO 9000 documentation within the Administrative Services Division to reflect new work processes. • Completed phase one of installation of new classroom technology. • Rolled out new general institutional compliance training. • Completed a project to improve the university’s management and security of private information. Fiscal Year 2007 Plans During FY 2006-07, DePaul will: • Implement a new, university-wide Web-based budget planning system. • Integrate financial services into the university’s new one-stop student service center in Lincoln Park. • Benchmark and establish effective long-term outreach objectives for University Ministry. • Complete the second phase of classroom technology upgrades and installations. • Evaluate the effectiveness of space management and utilization. • Implement a new training Web site for university personnel. • Increase the number of quality assurance reviews conducted by the Institutional Compliance division. Fiscal Year 2007 Challenges DePaul’s ability to implement these plans may be impacted by: • Ability to maintain/improve enrollments. • Ability to maintain/improve student retention. • Implementation of the new strategic plan. • Conduct and successful conclusion of the HLC reaccreditation process. COMMON INSTITUTIONAL INDICATORS Percent of first-time, full-time degree-seeking freshmen who complete their degree within 150 percent of catalog time 2006 PERFORMANCE REPORT DePaul University Source: IPEDS Graduation Rate Survey. [Supporting data is available on the IBHE Web site.] Fall Six-Year Graduation Rate of Beginning 1996 1997 1998 1999 Freshmen 63% 64% 61% 64% a) Institutional goal(s) for this indicator: Maintain a rate of at least 60-65% while remaining within the character of our mission and the goals of our students. b) Brief interpretation of institutional performance and related implications: While graduation in a timely manner is an important goal for traditional freshmen, many of our students are demographically different from the traditional cohort. In particular, lower-income and adult students may pursue their education on a part- time basis because of family and financial reasons. MISSION-SPECIFIC INDICATORS a) Indicator: Proportion of transfers from Chicago and the surrounding area. • Performance goal: Provide education to a significant proportion of transfers from Chicago and the surrounding area. • Data and documentation: Transfer students continue to be a key part of our mission as we serve the metropolitan area. About two-thirds of our students are from the region, including those who enter with an Equivalent Experience (the School for New Learning enables students to earn academic credit for life experiences by demonstrating competency in various areas). It is our goal to continue to obtain a majority of our transfers from these sources. Table 6.1 Proportion of transfers by location, Fall 2000-Fall 2005 Transfer Institutions 2000 2001 2002 2003 2004 2005 Illinois Public Universities 10.1 9.5 6.1 7.9 8.2 7.7 Illinois Public Community Colleges 45.2 43.3 37.1 40.8 42.5 43.2 Illinois Private 8.7 7.5 7.1 5.6 4.9 6.4 Out-of-State 19.5 17.7 21.2 20.2 23.5 22.7 Equivalent Experience 11.0 17.3 18.6 17.1 19.5 18.6 Unknown 5.6 4.6 9.8 8.4 1.3 1.2 2006 PERFORMANCE REPORT DePaul University • Interpretation of performance: Enrolling transfers is a means to provide a broad range of educational opportunities that are inherent in our mission and consistent with our strategic plan. b) Indicator: Graduation rate of transfers • Performance goal: Achieve levels of graduation that meet or exceed those of beginning freshmen. • Data and documentation Table 6.2 Graduation Rates for Transfer Students Six-year Transfer Graduation Rate 2002(96) 2003(97) 2004(98) 2005(99) Sophomore 56% 56% 57% 63% Upper Level 71% 71% 73% 71% • Interpretation of performance: It is important that those who enter have a successful experience, which for many involves receiving a bachelor’s degree within a reasonably short period of time. It is our goal to continue to have graduation rates for these transfers at or above the graduation rates for matriculating freshmen. c) Indicator: Increase service-based learning • Performance goal: Continue growth in service-based learning that is consistent with our strategic plan and appropriate with our resources. • Data and documentation Table 6.3 Service-Learning Courses and Enrollments 2002-03 2003-04 2004-05 2005-06 Number of Service-Learning Courses offered 105 114 124 173 Enrollment in Service-Learning Courses 1,769 1,653 1,901 2,589 • Interpretation of performance: Community service-based learning allows our students to experience the City of Chicago as their campus. It is tied into our mission as a Catholic, Vincentian, and urban teaching university. It is our goal to continue to increase the number of community service-based learning courses and the enrollments in these courses 2006 PERFORMANCE REPORT DePaul University d) Indicator: Enrollment of first-generation students • Performance goal: Have at least one-third of our beginning freshmen students in the category of first-generation students. • Data and documentation Table 6.4 First-Generation Students as a Percentage of the Fall Entering Freshman Class 2002 2003 2004 2005 First-Generation as % Fall Freshmen 38% 41% 27% 33% • Interpretation of performance: As part of our mission, DePaul maintains a special commitment to first-generation students. 2006 PERFORMANCE REPORT DePaul University Appendix A Assessment Initiative Overview Since January 2003, the Student Affairs Division at DePaul University has engaged the university community in a process to define and shape the “DePaul Student Experience.” As a result, the division developed a long-range strategic plan that includes goals and strategies to support and enhance a successful student experience at DePaul. Included in the division’s strategic plan for the 2004-2005 academic year was an integrated assessment initiative designed to measure the day-to-day operations of the division, as well as the division’s impact on student learning, engagement and involvement. The three overarching goals of the assessment initiative are to focus on data-driven decision making, promote continuous improvement and understand how the division contributes to student learning. The assessment initiative is directly linked to the division’s mission. Based on the mission, the division has determined critical environmental factors that need to be in place to support student success at DePaul. These critical factors are referred to as success factors and constitute programs, services and collaborations that support the mission. The 14 departments in Student Affairs each contribute to some subset of the success factors. Departments demonstrate contributions through their key activities. Key activities define what each department does on a day-to-day basis and measure department performance throughout the academic year. Key activities are measured according to cost, magnitude, satisfaction, and learning outcomes. In addition to evaluating key activities, each department is asked to assess one aspect of one key activity. The assessment question is designed to help the department understand how students are learning, engaged, or involved in departmental programs and services. The following diagram illustrates the division’s assessment initiative: 2006 PERFORMANCE REPORT DePaul University Division of Student Affairs Mission Success Factors: Programs, services & collaborations in support of mission Department Key Activities Measures: Cost Magnitude Satisfaction Learning Outcomes Department Assessment Question Measures: How are students learning, engaged or involved? B. Support Structures Since university-wide collaboration is critical to the success of the assessment initiative, collaborative relationships have been established with the Office of Institutional Planning and Research (OIPR) and the Office of Teaching, Learning and Assessment (OTLA). Additional support comes from the Student Affairs assessment and research coordinator and the Student Affairs Assessment Committee. C. Outcomes The division has made substantial progress toward accomplishing the goals established for the assessment initiative. The following is a brief outline of accomplishments through June 2006: 1) Collected information regarding existing departmental databases across the division. 2) Developed technological tools to collect departmental and divisional data more systematically. 3) Constructed and implemented the Student Affairs Assessment Committee. 4) Collected two years of data related to key activities and assessment questions. 5) Utilized data to inform resource allocation decision-making (university budget committee). 6) Participated in annual teaching, learning and assessment processes. 7) Provided data for the North Central Association (NCA) self-study and the university-wide strategic planning process. 2006 PERFORMANCE REPORT DePaul University D. Next Steps The following projects are continuing to move the assessment initiative forward: 1) Incorporate division-wide data definitions and enhance technological tools to create more consistency in the collection of data across the division. 2) Develop and implement communication tools to share assessment progress and results with the division and university community. 3) Expand assessment training workshops to assist departments in assessment efforts and increase professional skills related to assessment. Sample Data A. Division-Wide Key Activity Data (Metrics) 2004-2005 2005-2006 Paid Student Staff Employees 214 229 Student Leader Positions Supported by Division 273 347 (Community) Service Opportunities Offered by Division 445 483 (Community) Service Hours Performed 22,030 21,575 Students Utilizing University Counseling Services 613 656 Student Code or Policy Violations 1057 795 Incidents of Students Involved in Code or Policy Violation 861 1396 B. Assessment Projects Questions: Of the 13 assessment questions posed by Student Affairs departments during the 2005-2006 academic year, seven (54%) focused on learning, three (23%) focused on satisfaction and three (23%) focused on impact. The following is a sampling of assessment questions: 1. What specific knowledge and applicable leadership skills do students value most as a result of completing the “Certificate in Leadership Development?” 2. What do first-year students involved in the Students Together Are Reaching Success (S.T.A.R.S.) program learn as a result of their participation? 3. What is the level of satisfaction of students who go through the late withdrawal/erasure appeal process and what is the degree of academic success following the appeal? 4. What impact do resident assistants have on the residential community? 5. What is the prevalence and psychological sequelae of sexual abuse in our client population? 2006 PERFORMANCE REPORT DePaul University Results – The following is a brief summary of two Student Affairs assessment projects: 1. The Office of Academic Enhancement (OAE) assessed to what degree first-year students were able to articulate the “Common Hour” learning goals in Discover Chicago courses and in what ways the Common Hour curriculum was helpful in their transition to college. Students participating in Discover Chicago were asked to write a course assignment sharing how the course had assisted in their transition. A representative sample of assignments was selected and a document analysis method was utilized to extract common themes from the papers. The department found that students were able to articulate the purpose of the “Common Hour” and how it supported them in their transition. Using qualitative data, the following four themes were revealed: • Transition - “Discover Chicago is a great way to meet new people who are in the same boat as you, familiarize yourself with the city and DePaul, and help make your transition a whole heck of a lot easier!” • Self-management - Select quotes reflect on the journey to self-management, which includes decisions on time and financial management, “partying,” and awareness of personal growth students have made within their first quarter at DePaul. • People, relationships, diverse community – “The Discover Chicago class, however, helps make students more comfortable working with people much different than them, and teaches the students the importance of diversity.” • Charting your course - “Common Hour also helps you greatly with deciding which direction to go in with your education. The class helps you find out what you are interested in and how you can reach your goals.” While many of the papers read were overwhelmingly positive, there were a few students who said that Common Hour material was “busy work” or a “rehash” of what they already learned. As a result, OAE will continue to develop lesson plans that allow students to be introduced to topics and think critically about the material. OAE also will continue to work with teaching teams to brainstorm “best practices” in order to address these concerns. As a result of this assessment project, the OAE will continue to provide students with opportunities to learn about themselves, create awareness of campus resources and mechanics, and expose students to a variety of community and cultural experiences. 2. University Ministry assessed the learning that occurs as a result of student participation in spring break service immersion trips. With the combined lens of both quantitative (survey) and qualitative (focus group) data, some clear themes emerged about student learning as a result of the immersion experience. The data about the students’ experiences indicate a positive impact in four primary areas: • greater knowledge about the site and population served (knowledge) • a stronger appreciation of one’s own privilege/gratitude (attitude) 2006 PERFORMANCE REPORT DePaul University • a greater awareness about the poor and issues of poverty (knowledge) • engagement in DePaul’s mission (attitudes/behaviors) The major recommendation which comes from this study is the need to help students reintegrate into their DePaul and home communities after returning from a service- immersion trip. Students expressed feelings of loneliness in focus group comments, and they stated that they could benefit from additional post-trip meetings to help them with this transition upon their return. In addition, the conclusion that students’ faith and spirituality was not impacted by the trip experience is a finding that will require additional exploration and attention.